The content area will focus on United States History with the direction geared toward improving EOCT scores in United States History. 73% of students with disabilities failed the End Of Course Test for United States History at Cass High School. The demographics of the school consists of 1% Asian, 15% black, 10% hispanic, 1% native american, 72% white, and 1% Multiracial. The percentage of student eligible for free / reduced meals is 59%.
The content area will focus on United States History with the direction geared toward improving EOCT scores in United States History. 73% of students with disabilities failed the End Of Course Test for United States History at Cass High School. The demographics of the school consists of 1% Asian, 15% black, 10% hispanic, 1% native american, 72% white, and 1% Multiracial. The percentage of student eligible for free / reduced meals is 59%.
The content area will focus on United States History with the direction geared toward improving EOCT scores in United States History. 73% of students with disabilities failed the End Of Course Test for United States History at Cass High School. The demographics of the school consists of 1% Asian, 15% black, 10% hispanic, 1% native american, 72% white, and 1% Multiracial. The percentage of student eligible for free / reduced meals is 59%.
Key Assessment Part 1 Part 1: Identification of Learning Problem General Audience: The primary audience consists of high school males and females in the 11 th grade who are identified as special needs or students with disabilities. The age for participants ranges from 15- 18. The content area will focus on United States History with the direction geared toward improving End of Course Test (EOCT) scores in United States History. Problem Identification: After analyzing the data provided by the Governors Office of Student Achievement 73% of students with disabilities failed the End Of Course Test for United States History at Cass High School. The results also showed that the failure rate increased by 5% from the previous year. It is vital that additional measures are taken to improve these scores and provide further instruction for these students. According to the EOCT results for U.S. History, students with disabilities struggle with comprehending the first three standards for U.S. History as provided by the Georgia Department of Education. These standards essentially lay the foundation of further knowledge throughout the course. Therefore, a solid basis of knowledge in these standards is vital to expanding knowledge throughout the course to prepare for the EOCT for U.S. History. Instructional Goals: Describe European settlement in North America during the 17 th century. Trace ways that the economy and society of British North America developed. Explain the primary causes of the American Revolution.
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Key Assessment Part 2 Introduction: The enrollment of students at Cass High School is 1,452 students. The demographics of the school consists of 1% Asian, 15% Black, 10% Hispanic, 1% Native American, 72% White, and 1% Multiracial. Students with Disabilities make up 12% of the school population. This percentage is consistent with the system (12%) but higher than the state of Georgia percentage (10%). The percentage of student eligible for free/reduced meals is 59%. The demographic information for this learner analysis was obtained by using the Governors Office of Student Achievement and the Bartow County School System website. These resources also provided the information for previous End of Course Test and Georgia High School Graduation Test results. To specifically identify and gain knowledge of participants additional information was obtained through interviews with Special Education teachers, counselors, administrators, Social Studies teachers, and the Department of Exceptional Students director at Cass High School. Reviewing Benchmark tests from the 2012-2013 school year showed an overall break down of standards covered and gaps in learner retention. Individualized Education Programs (IEPs) were examined to further knowledge about participants as well. Entry Skills: Received credit in World Geography Received credit in World History Able to log on a computer Use of basic internet navigating skills Prior Knowledge: Understanding basic historical concepts Understanding basic map, chart, and diagram interpreting skills ElrodKey Assessment
Ability to draw conclusions and make connections with material Ability to effectively take and complete a test. This information was obtained by analyzing and reviewing Benchmark tests for the previous year. The Benchmark test results provided a look at where the participants succeeded and areas for improvement. The tests ranged from 25- 80 questions of multiple choice formats where students had to draw on material covered. Visual images, charts, and graphs were included in the test format as well. Only standards and material covered were included on the test. The score of the participants End of Course Test for United States History was included for information. Lastly, information was gained through collaborating with teachers in World Geography, World History, and the Special Education department. Attitudes Towards Content & Academic Motivation: The majority of students recognized that they need additional instruction in United States History. Through interviews with students, Special Education teachers, and the director of Exceptional Students the overall conclusion was that the students feel overwhelmed by the content and pace at which the course operates. Through interviews with Special Education teachers and examining IEPs for students the reoccurring phenomenon surrounding the lack of success was the ability for students to make connections or recall material covered early in the semester. Social Studies and Special Education teachers all felt that the motivation and effort put forth by students was satisfactory. Goals listed in IEPs for students are achievable and 60% of students specifically listed passing the End Of Course Test for United States History in their plan. The director of Exceptional Students indicated the majority of students understand the importance of an education and how it will lead to future education and employment.
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Educational Ability Levels: From the 2012-2013 End of Course Test for United States History 73% of students with disabilities at Cass High School did not pass. Of that percentage 41% were females and 32% were males. Upon further analysis 52% had to retake either World Geography or World History. Students that had to retake both World Geography and World History made up 12%. Through interviews with Social Studies teachers, Special Education teachers, and reviewing Benchmark tests students struggle with the ability to draw on material from previous courses and early material covered in United States History. Many of the students have difficulties analyzing text, interpreting maps or images, and understanding major historical concepts. One key issue discovered through interviews with teachers was the difficulty students had with staying current with class material. Teachers expressed that many students seemed and felt overwhelmed by the pace at which the class operated. Students did express basic knowledge of operating a computer and showed the ability to navigate and research using the internet. General Learning Preferences: Of the 73% of students with disabilities at Cass High School that did not pass the End Of Course Test for United States History 50% were identified as being hands on learners. This included class projects, computer activities, and other physical demonstrations of material. Another 20% were identified as being a mixture of visual and hands on learners. The remaining 3% of students were identified as learners who retain and operate best individually. The majority of the students enjoy working on assignments, watching video clips about material, researching, ElrodKey Assessment
and taking assessments through the use of technology. This information was gathered through teachers interviews and reviewing student IEPs. Attitude Toward Teachers and School: The majority of students demonstrate a positive attitude and respect toward teachers and administrators. Teachers described their students with disabilities as positive, energetic, trust worthy, and motivated. The students enjoy coming to school in a new building. The new Cass High School was built in 2010 is an incredible facility. Teachers also expressed how the students enjoy visiting the media center and the many computer labs in the building. Students show appreciation for the abundance of resources and technology tools located throughout the building. Group Characteristics: Cass High School is located in White, Georgia. Of the 73% of students with disabilities that did not pass the End Of Course Test for United States History 61% are eligible for free or reduced meals. Students range from 15 to 18 years of age. The majority of students (65%) have attended elementary, middle, and high school in the Bartow County School System. Students who come from families with more than one sibling are 47%. A total of 5% are the only child in their family. Students that live in a one parent home make up 17%. Those students who currently have a job after school or during the summer make up 12%. The demographic distribution of students with disabilities that did not pass the EOCT in United States History are 24% White, 33% Black, and 16% Hispanic.
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Key Assessment Part 3 Task Analysis: I chose to conduct the task analysis by using a topic analysis. The task analysis will focus on the content of material and the topic based on the standard for each lesson. Task Analysis Outline: I. European Colonization in America a. Settlements i. Jamestown 1. First permanent English colony in North America. 2. Virginia Company a. The Virginia Company refers collectively to a pair of English joint stock companies chartered by James I on 10 April 1606 with the purposes of establishing settlements on the coast of North America. 3. House of Burgesses a. First representative body in Colonial America. b. Had the power to raise taxes and make laws. 4. Tobacco cultivation a. Americas first cash crop. b. A cash crop is a crop in which a particular area reaps financial benefits from planting, harvesting, and selling. c. First African slaves come to North America to work in the tobacco fields. 5. John Rolfe credited with bringing the tobacco plant to North America. a. Rolfe married Pocahontas 6. Bacons Rebellion a. This was a 1676 uprising in the Virginia Colony led by frontiersmen against government corruption and oppression. ii. New England colonies 1. Massachusetts a. This is a colony that was first settled by the Pilgrims in 1620 in Plymouth. The first Thanksgiving was celebrated here. 2. Connecticut 3. Rhode Island 4. New Hampshire iii. Mid-Atlantic colonies 1. New Jersey 2. Pennsylvania 3. Delaware 4. New Amsterdam (New York) ElrodKey Assessment
iv. Southern colonies 1. Virginia 2. South Carolina 3. North Carolina 4. Georgia 5. Maryland b. Native American relations i. Chief Powhattan 1. Leader of some 30 tribes located in and around the Chesapeake Bay region. ii. John Smith 1. Instilled a work ethic and sense of duty fort the early settlers at Jamestown. Established trust between the natives and white Europeans early on. iii. Pocahontas 1. Daughter of Powhattan. Married John Rolfe, the economic savior to Jamestown, to help promote the peace between the natives and European settlers. iv. King Philips War 1. Last major effort by the Indians of southern New England to drive out the English settlers. c. Religious tensions i. Salem Witch Trials 1. These were a series of court proceedings held in Massachusetts in 1692 in which 20 people were executed for allegedly practicing witchcraft. ii. Anne Hutchinson 1. She was a Puritan religious leader in the Massachusetts Bay Colony before her actions resulted in her removal from the colony. iii. Half-Way Covenant 1. This was a method for members to have partial church membership in the New England Puritan Church. d. French settlements i. French 1. This refers to both a people (located on mainland of Europe) and a language (spoken there and also in parts of Canada, the Caribbean, and the African continent). 2. Quebec a. First permanent European settlement in Canada. Established in 1608. II. Economy and society of British North America. a. Economy i. Mercantilism 1. This was the economic philosophy that control of imports was the key to enhancing the health of a nation and that Colonies existed to ElrodKey Assessment
serve the home country as a source of raw materials and a market for manufactured goods. a. Raw materials i. Timber ii. Tobacco iii. Corn iv. Sugar v. Rice vi. Fruits ii. Trans-atlantic-slave trade 1. This was the trade of African slaves by Europeans. Most slaves were shipped from West Africa to the New World. iii. Middle Passage 1. This is the term used to describe the part of Triangle Trade in which slaves were shipped from Africa to the Western Hemisphere. b. Society i. Social mobility 1. The ability to prosper based upon the individuals work ethic, determination, knowledge, and skills. a. Benjamin Franklin i. Born into a poor family. Never received a formal education. Became a writer, inventor, diplomat, scientist and founding father. ii. Individualism 1. The right for individualism to practice their own religion, trade, and overall life style. iii. Religion 1. Great Awakening a. This was a religious revival that promised the grace of God to all who could experience a desire for it. b. George Whitefield i. He was an Anglican minister, known for his work in the First Great Awakening. III. Causes of the American Revolution a. French and Indian War i. Battles between France and England in the new world resulting in the loss of all French possessions. ii. Proclamation of 1763 1. This was issued by King George III at the end of the French and Indian War/Seven Year's War to organize Britain's new North American empire. It regulated trade, settlement and land purchases with the Native Americans. It gave Britain a monopoly on land purchased west of the Appalachians. iii. Proclamation Line ElrodKey Assessment
1. This is the name given to the boundary establish by Britain after the French and Indian War, to the west of which colonists were not to settle. b. Taxation i. Stamp Act 1. This was an Act passed in 1765 by the British, requiring all legal documents, contracts, newspapers, etc. in the American colonies to carry a tax stamp to help pay for the military presence in the colonies. ii. Intolerable Acts 1. These were series of laws passed in response to the Boston Tea Party by the British Parliament in 1774. Those laws included the Massachusetts Government Act, Administration of Justice Act, Boston Port Act, and the Quartering Act. These acts are considered a significant cause of the American Revolutionary War. c. Uprisings i. Boston Massacre 1. This was an event that occurred on Monday, March 5, 1770. Five men were killed by British soldiers. ii. Boston Tea Party 1. This was a political protest by Boston, Massachusetts residents in 1773 against the British parliament led by the Sons of Liberty. a. Sons of Liberty i. This group of Patriots was formed in 1765 and urged colonial resistance to the Stamp Act using any means available... even violence. d. Literature i. Common Sense 1. Written by Thomas Paine, this pamphlet outlined reasons and justification for the American colonies to separate from England. Subject Matter Expert (SME)
I (Drew Elrod) will serve as the SME for this instructional plan. My formal education consists of a bachelors degree in History-Secondary Education from Shorter University in Rome, Georgia. I am currently pursuing a masters degree in Instruction Technology from Georgia Southern University in Statesboro, Georgia. At Cass High School I teach one World History course and four United States History courses. I have two years of experience teaching Social Studies at the middle school level as well.
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v
Colonization to Revolution European Colonization Jamestown1 st
permanent English settlement in North America. Virginia Company English joint stock companies. House of Burgesses first representative body in Colonial America. Tobaccofirst cash crop in America. John Rolfebrought the tobacco plant to North America. Mid-Atlantic Colonies New England Colonies Tobaccofirst cash crop in America. Bacons Rebellion frontier rebellion against govt corruption oppression. New Amsterdam Delaware Pennsylvania New Jersey Quebec1 st
permanent French colony in North America. Settlements Rhode Island Massachusetts Connecticut New Hampshire Chief Powhattan leader of natives near the Chesapeake Bay. King Philips Warlast rebellion against early English settlers John Smithleader of Jamestown. Worked to promote peace. Pocahontasdaughter of Powhattan. Married John Rolfe. Indian Relations Religious Tension Half-Way Covenant partial membership in New England Purtain Church. Anne Hutchinson forced out of the Mass.Bay for religious practices. Salem Witch Trials 1692, 20 people executed for allegedly practicing witchcraft. Economy and Society Middle Passage refers to the route from Africa to the Americas. Trans-Atlantic Slave Tradeslave trade between Africa, American colonies and European countries. Mercantilismsystem of trade used by the colonies with other countries Individualismpeople have the right to practice personal freedoms. Social Mobilitythe ability to rise in society based on talent. Religionfreedom of religion; Great Awakening Causes of the American Revolution Proclamation of 1763Great Britain set restrictions for English settlers expansion Proclamation Line restricted settlers to stay east of the Appalachian Mts. Intolerable Acts-- included the Massachusetts Government Act, Administration of Justice Act, Boston Port Act, and the Quartering Act Stamp Act -- requiring all legal documents, contracts, newspapers, etc. in the American colonies to carry a tax stamp to help pay for the military presence in the colonies. Boston Massacrefive civilians were killed by British soldiers Boston Tea PartyPatriots destroy British merchandise in response to more taxes place on them by England. Common Sensewritten by Thomas Paine, called for colonies to rebel. Southern Colonies Georgia Maryland Virginia North Carolina South Carolina Taxation Uprisings Literature French and Indian War Economy Society ElrodKey Assessment
Key Assessment Part 4 Terminal Objective 1: The student will describe European settlement in North America in the 17 th century. Enabling Objectives: 1A. Describe Virginias development including the Virginia Company, tobacco cultivation, and the House of Burgesses 1B: Explain the significance of the French colony of Quebec. 1C. Locate and label the Mid-Atlantic and Southern colonies. 1D: Locate and label the New England colonies. 1E: Discuss the religious tensions during early colonization. 1F: Analyze European relations with Native Americans. Terminal Objective 2: The student will trace the ways that the economy and society of British North America developed. Enabling Objectives: 2A: Explain the development of mercantilism and the Trans-Atlantic trade. 2B: Describe the Middle Passage. 2C: Identify Benjamin Franklin as a symbol of social mobility and individualism. 2D: Explain the significance of the Great Awakening Terminal Objective 3: The student will explain the primary causes of the American Revolution. Enabling Objectives: 3A: Trace how the French and Indian war laid the groundwork for the American Revolution. 3B: Discuss the aspects the Proclamation of 1763. 3C: Describe the colonial response to the Proclamation Line. 3D: Explain the colonial attitude and actions toward British taxes. 3E: List uprisings in the colonies against British rule in North America. 3F: Describe how the pamphlet Common Sense helped to promote the American Revolution. ElrodKey Assessment
Instructional Objectives Georgia Performance Standards (GPS) for United States History Terminal Objective 1: The student will describe European settlement in North America in the 17 th century. Enabling Objectives: 1A. Describe Virginias development including the Virginia Company, tobacco cultivation, and the House of Burgesses 1B: Explain the significance of the French colony of Quebec. 1C. Locate and label the Mid-Atlantic and Southern colonies. 1D: Locate and label the New England colonies. 1E: Discuss the religious tensions during early colonization. 1F: Analyze European relations with Native Americans.
SSUSH1: The student will describe European settlement in North America during the 17 th century. a. Explain Virginias development; include the Virginia Company, tobacco cultivation, relationships with Native Americans such as Powhatan, development of the House of Burgesses, Bacons Rebellion, and the development of slavery. b. Describe the settlement of New England; include religious reasons, relations with Native Americans (e.g., King Phillips War), the establishment of town meetings and development of a legislature, religious tensions that led to the founding of Rhode Island, the half-way covenant, and the Salem Witch Trials. c. Explain the development of the mid-Atlantic colonies; include the Dutch settlement of New Amsterdam and subsequent English takeover, and the settlement of Pennsylvania. d. Explain the reasons for French settlement of Quebec.
Terminal Objective 2: The student will trace the ways that the economy and society of British North America developed. Enabling Objectives: 2A: Explain the development of mercantilism and the Trans-Atlantic trade. 2B: Describe the Middle Passage. 2C: Identify Benjamin Franklin as a symbol of social mobility and individualism. 2D: Explain the significance of the Great Awakening
SSUSH2 The student will trace the ways that the economy and society of British North America developed. a. Explain the development of mercantilism and the trans-Atlantic trade. b. Describe the Middle Passage, growth of the African population, and African-American culture. c. Identify Benjamin Franklin as a symbol of social mobility and individualism. ElrodKey Assessment
d. Explain the significance of the Great Awakening.
Terminal Objective 3: The student will explain the primary causes of the American Revolution Enabling Objectives: 3A: Trace how the French and Indian war laid the groundwork for the American Revolution. 3B: Discuss the aspects the Proclamation of 1763. 3C: Describe the colonial response to the Proclamation Line. 3D: Explain the colonial attitude and actions toward British taxes. 3E: List uprisings in the colonies against British rule in North America. 3F: Describe how the pamphlet Common Sense helped to promote the American Revolution.
SSUSH3 The student will explain the primary causes of the American Revolution. a. Explain how the end of Anglo-French imperial competition as seen in the French and Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution. b. Explain colonial response to such British actions as the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and Committees of Correspondence. c. Explain the importance of Thomas Paines Common Sense to the movement for independence.
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Key Assessment Part 5
Instructional Strategies Goals Objectives UDL Assessments Lesson 1: The student will answer the questions from the following video clips: Life in Jamestown The Value of Tobacco Describe European settlement in North America during the 17 th century. Objective 1: The student will describe European settlement in North America in the 17 th century. Enabling Objectives: 1A. Describe Virginias development including the Virginia Company, tobacco cultivation, and the House of Burgesses
Provide multiple means of representation.
Provide multiple means of engagement. Completion and accuracy of answering the video questions. Students must answer all questions and score an 80+. If students do not score an 80+ they must remediate the assignment until they reach the 80+ mark. Lesson 1: The student will label and color a map of the New England, Mid-Atlantic, and Southern colonies. Describe European settlement in North America during the 17 th century. Objective 1: The student will describe European settlement in North America in the 17 th century. Enabling Objectives: 1C. List the Mid- Atlantic and Southern colonies. 1D: List the New England colonies.
Provide multiple means of representation.
Provide multiple means of action and expression. Completion of the map with all New England and Mid- Atlantic colonies labeled and colored. Lesson 1: The student will use a Venn Diagram to compare and contrast Native American tensions and Religious tensions in the American colonies. Describe European settlement in North America during the 17 th century. Objective 1: The student will describe European settlement in North America in the 17 th century. Enabling Objectives: 1E: Discuss the religious tensions during early colonization. 1F: Analyze European relations with Native Americans.
Provide multiple means of representation.
Provide multiple means of action and expression. Completion of Venn Diagram with the correct statements in each section. ElrodKey Assessment
Lesson 2: The student will describe mercantilism, trans- Atlantic trade, and the Middle Passage using a Web 2.0 tool of their choice. Trace the ways that the economy and society of British North America developed. Terminal Objective 2: The student will trace the ways that the economy and society of British North America developed. Enabling Objectives: 2A: Explain the development of mercantilism and the Trans-Atlantic trade. 2B: Describe the Middle Passage.
Provide multiple means of representation.
Provide multiple means of action and expression.
Provide multiple means of engagement. Completion of presentation using a Web 2.0 tool.
UDL: All students are comfortable with the implementation of Web 2.0 tools. Students can respond in a variety of Web 2.0 presentation tools including text, audio, and video. Lesson 2: The student will read a short passage about Benjamin Franklin and his ascension in American society and write a 5 sentence paragraph explaining this example of social mobility. Trace the ways that the economy and society of British North America developed. Terminal Objective 2: The student will trace the ways that the economy and society of British North America developed. Enabling Objectives: 2C: Identify Benjamin Franklin as a symbol of social mobility and individualism.
Provide multiple means of action and expression. Completion of 5 sentence paragraph discussing Benjamin Franklin as an example of social mobility. Lesson 2: The student will answer the questions from the video clip The Great Awakening Trace the ways that the economy and society of British North America developed. Terminal Objective 2: The student will trace the ways that the economy and society of British North America developed. Enabling Objective: 2D: Explain the significance of the Great Awakening
Provide multiple means of representation.
Provide multiple means of engagement. Completion and accuracy of answering the video questions. Students must answer all questions and score an 80+. If students do not score an 80+ they must remediate the assignment until they reach the 80+ mark. Lesson 3: With a partner, the student will create a Explain the primary causes of the American Terminal Objective 3: The student will explain the primary Provide multiple means of representation. Completion and accuracy of timeline with a ElrodKey Assessment
timeline listing and briefly describing the causes of the American Revolution. Revolution. causes of the American Revolution Enabling Objectives: 3A: Trace how the French and Indian war laid the groundwork for the American Revolution. 3B: Discuss the aspects the Proclamation of 1763. 3C: Describe the colonial response to the Proclamation Line. 3D: Explain the colonial attitude and actions toward British taxes. 3E: List uprisings in the colonies against British rule in North America. 3F: Describe how the pamphlet Common Sense helped to promote the American Revolution.
Provide multiple of action and expression. partner.
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Lesson 1: The student will answer the questions from the following video clips: Life in Jamestown-- http://www.history.com/topics/jamestown/videos#life-in-jamestown
1. How far was the journey from England to Jamestown? Answer: 3,000 miles 2. Which ocean did the English settlers cross to arrive in Jamestown? Answer: Atlantic Ocean 3. The English settlers found an abundance of which type of resources? Answer :Natural 4. Nearly half of the first English settlers to arrive at Jamestown died of what? Answer Disease 5. Identify one reason the first English settlers fled England to come to America. Answers: religious freedom, poverty, social oppression.
The Value of Tobacco-- http://www.history.com/topics/jamestown/videos#the-value-of- tobacco
1. Tobacco was the first __________ crop for the American colonies. Answer: cash 2. True/False: Growing tobacco was very labor intensive. Answer: True 3. True/False: The thriving tobacco industry led to the development of slavery in the colonies. Answer: True 4. Why did the tobacco crop flourish in the Chesapeake Bay region? Answer: climate 5. Most of the tobacco harvest was exported where? Answer: Europe Lesson 1: The student will label and color a map of the New England, Mid-Atlantic, and Southern colonies.
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Lesson 1: The student will use a Venn Diagram to compare and contrast Native American tensions and Religious tensions in the American colonies.
Native American Tensions Religious Tensions
Examples of Statements: A: Believed they were justified in fighting for their rights. B: Looking to find freedom from oppressors. C: Inhabited the land for centuries. D: New to this foreign land. E: Persecuted because of their beliefs F: Driven off their land. G: Many were killed defending their beliefs and practices.
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Lesson 2: The student will describe mercantilism, trans-Atlantic trade, and the Middle Passage using a Web 2.0 tool of their choice.
Example of Web 2.0 presentation: http://prezi.com/s8w_w95lzowt/?utm_campaign=share&utm_medium=copy
Lesson 2: The student will read a short passage about Benjamin Franklin and his ascension in American society and write a 5 sentence paragraph explaining this example of social mobility.
Example of Reading Passage: http://www.ushistory.org/franklin/info/
Lesson 2: The student will answer the questions from the video clip The Great Awakening
The Great Awakening. http://www.youtube.com/watch?v=xKVjmmIXAhg
1. Who gave the sermon Sinners In The Hands Of An Angry God? Answer: Jonathan Edwards. 2. Where did Edwards give his famous sermon? Answer: Connecticut 3. Name the other influential pastor during the Great Awakening. Answer: George Whitefield 4. What was the spiritual basis of the Great Awakening? Answer: a personal relationship with Jesus Christ. 5. True/False: The Great Awakening united the colonies. Answer: True
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Lesson 3: With a partner, the student will create a timeline listing and briefly describing the causes of the American Revolution.
Example:
1763 1764 1765 1770 1773 1776 French and Indian Warresulted in France losing all rights to colonial America. Proclamation Linerestricted settlers to stay east of the Appalachian Mts.
Stamp Act -- requiring all legal documents, contracts, newspapers, etc. in the American colonies to carry a tax stamp to help pay for the military presence in the colonies. Proclamation of 1763Great Britain set restrictions for English settlers expansion Boston Massacre five civilians were killed by British soldiers Intolerable Acts-- included the Massachusetts Government Act, Administration of Justice Act, Boston Port Act, and the Quartering Act Boston Tea PartyPatriots destroy British merchandise in response to more taxes place on them by England. Common Sense written by Thomas Paine, called for colonies to rebel. ElrodKey Assessment
Key Assessment Part 6 Sequence Description Objective 1 The student will describe European settlement in North America in the 17 th century. 1 2 The student will trace the ways that the economy and society of British North America developed. 2 3 The student will explain the primary causes of the American Revolution. 3
Lesson 1: The student will describe European settlement in North America in the 17 th century.
Objectives: Terminal Objective 1: The student will describe European settlement in North America in the 17 th century. Enabling Objectives: 1A. Describe Virginias development including the Virginia Company, tobacco cultivation, and the House of Burgesses 1B: Explain the significance of the French colony of Quebec. 1C. Locate and label the Mid-Atlantic and Southern colonies. 1D: Locate and label the New England colonies. 1E: Discuss the religious tensions during early colonization. 1F: Analyze European relations with Native Americans.
Initial Strategy: Student will view a short video clip about the Age of Exploration and write down key facts about the reasons for exploration, countries involved, and people. This activity will tie into the European Colonization standard covered in the first objective.
Instructional Strategies: The student will answer the questions from the following video clips: Life in Jamestown/The Value of Tobacco (Wells, 453-458). The student will label and color a map of the New England, Mid-Atlantic, and Southern colonies (McCall, 132-138). The student will use a Venn Diagram to compare and contrast Native American tensions and Religious tensions in the American colonies (Moore, 17). Resources: McCall, A. L. (2011). Promoting Critical Thinking and Inquiry through Maps in Elementary Classrooms. Social Studies, 102(3), 132-138. ElrodKey Assessment
Moore, J. E. (2003). The Art of Sorting. Science Activities, 39(4), 17. Wells, J. J., Barry, R. M., & Spence, A. A. (2012). Using Video Tutorials as a Carrot-and-Stick Approach to Learning. IEEE Transactions On Education, 55(4), 453-458. Lesson 2: The student will trace the ways that the economy and society of British North America developed. Objectives: Terminal Objective 2: The student will trace the ways that the economy and society of British North America developed. Enabling Objectives: 2A: Explain the development of mercantilism and the Trans-Atlantic Slave trade. 2B: Describe the Middle Passage. 2C: Identify Benjamin Franklin as a symbol of social mobility and individualism. 2D: Explain the significance of the Great Awakening
Initial Strategy:
Students will view images of diagrams and pictures concerning mercantilism, the Trans-Atlantic Slave Trade, and the Middle Passage. By viewing these images student will be able to see the process of each topic and the goods that were exchanged across the globe.
Instructional Strategies:
The student will describe mercantilism, trans-Atlantic trade, and the Middle Passage using a Web 2.0 tool of their choice (Wanago, 18-21). The student will read a short passage about Benjamin Franklin and his ascension in American society and write a 5 sentence paragraph explaining this example of social mobility (Morgan, 584-594). The student will answer the questions from the video clip The Great Awakening (Wells, 453-458). Resources: Morgan, D. N., & Rasinski, T. V. (2012). The Power and Potential of Primary Sources. Reading Teacher, 65(8), 584-594. Wanago, N. (2013). EFFECTIVE Web 2.0 Tools FOR YOUR CLASSROOM. Techniques: Connecting Education & Careers, 88(1), 18-21. ElrodKey Assessment
Wells, J. J., Barry, R. M., & Spence, A. A. (2012). Using Video Tutorials as a Carrot-and-Stick Approach to Learning. IEEE Transactions On Education, 55(4), 453-458.
Lesson 3: The student will explain the primary causes of the American Revolution.
Objectives:
Terminal Objective 3: The student will explain the primary causes of the American Revolution. Enabling Objectives: 3A: Trace how the French and Indian war laid the groundwork for the American Revolution. 3B: Discuss the aspects the Proclamation of 1763. 3C: Describe the colonial response to the Proclamation Line. 3D: Explain the colonial attitude and actions toward British taxes. 3E: List uprisings in the colonies against British rule in North America. 3F: Describe how the pamphlet Common Sense helped to promote the American Revolution.
Initial Strategy:
Students will watch a short video clip from America: The Story of US discussing the French and Indian War and the causes of the American Revolution. This will give a broad look at how the American Revolution started.
Instructional Strategies: With a partner, the student will create a timeline listing and briefly describing the causes of the American Revolution (Collins, 34-38) Resources: Collins, M. H. (2006). Bring the past to life: 6 tips for writing local and regional history. Writer (Kalmbach Publishing Co.), 119(11), 34-38.
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Differentiation:
Video Tutorials: The students will have the opportunity to learn, create, and demonstrate their knowledge of the material using several different strategies. By using video clips students have the ability to visual see people, places, events, and other types of images connected to the material. Students can listen, rewind, and review the video clips to make connections. A grade of 80+ is required for students to achieve completion of the video tutorial questions. This will allow for remediation for the assignment and material covered.
Visual Aids/Create Visuals:
By allowing students to label and design the map of the colonies it allows students to take ownership by learning through a hands-on activity. Students will be able identify the required colonies by color and make connections to geographical proximity for each colony.
Venn Diagram:
The students will be able to analyze, compare, and contrast two topics by using the Venn Diagram. This will allow for students to gain an overall concept of both topics while tracing the similar characteristics of the topics as well.
Project/Integration of Technology:
By using a Web 2.0 tool students have the flexibility to create a project using text, audio, visual or combination about the desired topic. Students will have the freedom of using a Web 2.0 tool they feel comfortable using to meet the requirement.
Analyzing Text:
Students will have the opportunity to analyze text and draw conclusions. Students will write a short response of 5 sentences to explain the desired topic and question.
Small Group/Timeline:
Students will have the opportunity to work with a partner to create a timeline based on the desired topic. By collaborating with their partner, students can use a computer based program, paper, or poster to create the timeline. The timeline will allow students to visually see the chronological and description of events for the topic.
ElrodKey Assessment
Key Assessment 7 Instructional Strategies Goals Objectives UDL Assessments Lesson 1: The student will answer the questions from the following video clips: Life in Jamestown The Value of Tobacco Describe European settlement in North America during the 17 th century. Objective 1: The student will describe European settlement in North America in the 17 th century. Enabling Objectives: 1A. Describe Virginias development including the Virginia Company, tobacco cultivation, and the House of Burgesses
Provide multiple means of representation.
Provide multiple means of engagement. Completion and accuracy of answering the video questions. Students must answer all questions and score an 80+. If students do not score an 80+ they must remediate the assignment until they reach the 80+ mark. Lesson 1: The student will label and color a map of the New England, Mid-Atlantic, and Southern colonies. Describe European settlement in North America during the 17 th century. Objective 1: The student will describe European settlement in North America in the 17 th century. Enabling Objectives: 1C. List the Mid- Atlantic and Southern colonies. 1D: List the New England colonies.
Provide multiple means of representation.
Provide multiple means of action and expression. Completion of the map with all New England and Mid- Atlantic colonies labeled and colored. Lesson 1: The student will use a Venn Diagram to compare and contrast Native American tensions and Religious tensions in the American colonies. Describe European settlement in North America during the 17 th century. Objective 1: The student will describe European settlement in North America in the 17 th century. Enabling Objectives: 1E: Discuss the religious tensions during early colonization. 1F: Analyze European relations with Native Americans.
Provide multiple means of representation.
Provide multiple means of action and expression. Completion of Venn Diagram with the correct statements in each section. ElrodKey Assessment
Lesson 2: The student will describe mercantilism, trans- Atlantic trade, and the Middle Passage using a Web 2.0 tool of their choice. Trace the ways that the economy and society of British North America developed. Terminal Objective 2: The student will trace the ways that the economy and society of British North America developed. Enabling Objectives: 2A: Explain the development of mercantilism and the Trans-Atlantic trade. 2B: Describe the Middle Passage.
Provide multiple means of representation.
Provide multiple means of action and expression.
Provide multiple means of engagement. Completion of presentation using a Web 2.0 tool.
UDL: All students are comfortable with the implementation of Web 2.0 tools. Students can respond in a variety of Web 2.0 presentation tools including text, audio, and video. Lesson 2: The student will read a short passage about Benjamin Franklin and his ascension in American society and write a 5 sentence paragraph explaining this example of social mobility. Trace the ways that the economy and society of British North America developed. Terminal Objective 2: The student will trace the ways that the economy and society of British North America developed. Enabling Objectives: 2C: Identify Benjamin Franklin as a symbol of social mobility and individualism.
Provide multiple means of action and expression. Completion of 5 sentence paragraph discussing Benjamin Franklin as an example of social mobility. Lesson 2: The student will answer the questions from the video clip The Great Awakening Trace the ways that the economy and society of British North America developed. Terminal Objective 2: The student will trace the ways that the economy and society of British North America developed. Enabling Objective: 2D: Explain the significance of the Great Awakening
Provide multiple means of representation.
Provide multiple means of engagement. Completion and accuracy of answering the video questions. Students must answer all questions and score an 80+. If students do not score an 80+ they must remediate the assignment until they reach the 80+ mark. Lesson 3: With a partner, the student will create a timeline listing and briefly describing the Explain the primary causes of the American Revolution. Terminal Objective 3: The student will explain the primary causes of the American Revolution Provide multiple means of representation. Provide multiple of action and Completion and accuracy of timeline with a partner. ElrodKey Assessment
causes of the American Revolution. Enabling Objectives: 3A: Trace how the French and Indian war laid the groundwork for the American Revolution. 3B: Discuss the aspects the Proclamation of 1763. 3C: Describe the colonial response to the Proclamation Line. 3D: Explain the colonial attitude and actions toward British taxes. 3E: List uprisings in the colonies against British rule in North America. 3F: Describe how the pamphlet Common Sense helped to promote the American Revolution.
expression.
ElrodKey Assessment
Key Assessment Part 8 Formative Evaluation Plan I will collect learner evaluation of the project through a rating scale survey and short answer questions about the course. The statements will require students to reflect on their experience, organization, tasks, and attitudes toward the course. Additional comments will be encouraged to provide appropriate and creditable feedback from students. The students will rate the statement based on their experience using the scale below. The peer-reviewer will be a teacher in the Social Studies department at Cass High School. This teacher has 12 years of teaching experience and has achieved a masters and specialist degree in Instructional Technology. Questions concerning the instructional design will be the focus of the peer review evaluation. The peer review evaluation is listed below the student evaluation form. Student Evaluation Poor = 1 Fair = 2 Good = 3 Excellent = 4
1) What are some things you liked about this course? 2) What are some things you disliked about this course? 3) Which activity or assignment was your favorite? Why? 4) Which activity or assignment was your least favorite? Why?
Statement Rating How do you rate the organization of this course?
How would you rate the difficulty of this course?
How do you feel the instructor collaborated with you during the course?
Were the directions for assignments clear and easy to understand?
ElrodKey Assessment
Peer-Review Evaluation 1) Given the objectives and goals for this course, do they align with the GPS standards listed?
2) How would you describe the overall organization of this course?
3) Are the instructions and expectations clear and understandable? What weaknesses are apparent?
4) Is the design of activities, assignments, and assessments appropriate for all learners and ability levels? What weaknesses are apparent?
5) Is there a clear relationship between goals, objectives, assessments, and UDL principles? What weaknesses are apparent?
6) Were the materials convenient and easy to locate and use?
Data collection from the student evaluation will be primarily quantitative. By using the rating scale each statement will be analyzed by using the mean, median, and mode. The short answer response questions for the student evaluation and peer review will be analyzed through qualitative practices. The information provided will be divided into themes then coded for organization and understanding.